Creativity support tools help learners undertake creative work, such as facilitating coaching by creative professionals. How might we design creativity support tools that increase learners' access to coaching by creative professionals? This study took place in an extracurricular projectbased learning program where students were co-located, and met professional coaches face-to-face once a week but otherwise communicated online. To test an online creativity support tool called the Loft and investigate coach-student communication we collected data from 47 interviews, online log data and field observations. We found that (a) explicit help-seeking was rare outside of meetings, (b) help from professionals was highly-valued but not sought out, and (c) online systems could surface learner struggles and trigger help-giving. Our findings suggested that online creativity platforms can support professional coaching through: (1) structured virtual updates (2) coach thanking, (3) Computer-Supported Group Critique, (4) disclosure of expertise, and (5) help-seeking training.

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To provide the substantial support required for project-based learning (PBL), educators can incorporate professional experts as design coaches. However, previous work shows barriers incorporating design coaches who can rarely meet face-to-face: (1) communication online is time-consuming, (2) updating coaches online is not perceived as valuable, (3) students do not seek help, (4) coaches are not proactive online and (5) coaches struggle to gain the awareness from student online communications. How might we design socio-technical systems that can incorporate professionals coaching? In a 6-week university PBL product design program with three teams (four members per team) and five coaches, teams met with coaches on campus for 2-hours a week, but otherwise communicated with teams online. We created and tested StandUp, a system designed to overcome coaching barriers online that: prompts team planning, goal setting and monitoring of progress and displays this information online to coaches. We collected and analyzed interview, observation and log data. We found StandUp helped participants overcome coaching barriers by providing students a way to regulate group learning which in turn automatically emailed reports to coaches thereby supporting coach awareness; coach awareness in turn prompted both online coaching and face-toface coaching. This work provides evidence from one context. Future work should measure learning and explore different regulation scripts.

We present CrowdFound, a mobile crowdsourcing system to find lost items. CrowdFound allows users to input lost item descriptions on a map [ Figure 1] and then sends notifications to users passing near tagged areas. To assess the system's efficacy, we conducted interviews and user testing on CrowdFound. Our results show that users were able to find lost items when using a combination of the notification, map, and item description features. In addition, users were willing to deviate off path to look for lost items, particularly when exercising. Our findings also suggest socio-technical features to promote more effective on-the-go crowdsourced help on microtasks. This research builds our understanding of physical crowdsourcing as a tool for solving societal problems and suggests broader implications for utilizing mobile crowds.

Novices learn innovation best through project-based learning (PBL), working in face-to-face teams to tackle real-world problems. Yet, real-world projects are complex, stressful, and especially challenging for novices. Online communities could provide social support to motivate novices, but it is unclear how to design online communities to support face-to-face PBL teams. Here we ask: How might we design an online system that enlists external supporters to provide online social support to motivate PBL students? Our need-finding study found that PBL students received infrequent social support, rarely engaged in help-seeking, and perceived little progress until the end of their projects. Based on these findings, we designed CheerOn , an online social support system that prompts novice student teams to externalize progress allowing external, online supporters to offer social support. We tested CheerOn with 3 PBL teams and 15 external supporters over a 6-week course. We found that external supporters provided instrumental, informational, and emotional support that strengthened students’ bonds to the community, which increased help-seeking. Supporters also provided appraisal support, which increased students’ perceived value of their work. Supporters were more likely to offer informational and instrumental support when they were promoted or saw a clear need for help; supporters who received gratitude from students were more likely to offer emotional support in return; and supporters who were closely connected to the community were more likely to offer appraisal and instrumental support. Theoretically, this research contributes to our understanding of how hybrid face-to-face and online communities can impact the behavior of PBL students, specifically towards the facilitation of help-seeking behavior, as well as increased understanding of how different types of social support (i.e., appraisal, emotional, informational, and instrumental) can impact the participation of PBL students and supporters. Practically, this research contributes to our understanding of how to design socio-technical systems that facilitate social support for offline novice PBL students working, expanding the instructional resources available for preparing novices in PBL environments.